Guide to inclusive computer
science education
How educators can encourage and engage all students
in computer science
Table of contents
3 Introduction
4 Glossary
6 Access
8 Diversity
10 Learning space
12 Instruction
15 Curricular materials
17 Resources
19 Contributors
2
Introduction
Knowledge of computer science (CS) is fundamental to
“If we are ensuring that
there are diverse teams and
diverse folks at the table at
every step of the pipeline,
it creates the opportunity
to have tech look like the
world that it represents,
which benefits us in a
million different ways.”
students’ future careers. Today, 58 percent of all new jobs
in STEM (science, technology, engineering and math) are
in computing.1 By 2026, there will be an estimated 3.5
million such jobs open in the United States.2
Computing and technology hold the promise of
solving problems big and small and shaping the world
around us. But if the people who work in computingrelated jobs don’t represent our communities and
our populations, the solutions they develop won’t be
representative either. Technologies will emerge with
unintentional bias and limited insight into the diversity
of people who will use and depend on them.
— Dr. JeffriAnne Wilder, NCWIT
This is why we need computer science classes to be
inclusive. We need to support students and show them
at even the youngest levels that they too can embrace
studies in ways that let all students know their different
the art and science of computers to solve today’s
backgrounds, perspectives and abilities have value in
challenges. And then they can ensure that solutions
the work they do and the solutions they create. This
look like the world they live in — or even the world
includes exposing students to a variety of role models,
they want to live in.
ensuring the classroom’s physical space is comfortable
and accommodating, and providing culturally relevant
But we know that girls and students of color are
lessons and activities that stimulate different types of
underrepresented in CS learning opportunities.
Together, these groups represent 65 percent of the
students.
entire U.S. population. Yet only 28 percent of high
This guide provides educators with context and
school students who take the Advanced Placement
concrete steps to build and expand inclusivity in
Computer Science exam are girls, and only 22 percent
CS education. By actively engaging students in
are students of color.3
CS, educators can build an even stronger pipeline
of creativity and innovation to tackle the world’s
Further inequities impact access for students with
challenges and help ensure students have the skills
disabilities and students in rural communities. To
needed to thrive today and tomorrow.
prepare young people for jobs in computing and
technology, we need to help them see themselves
1. Employment Projections (table 1.2). U.S. Department of Labor,
Bureau of Labor Statistics, 2016. https://www.bls.gov/emp/tables/
emp-by-detailed-occupation.htm
as builders, creators, problem-solvers and computer
scientists. Developing this vision requires educators
2. By the Numbers. National Center for Women & Information
Technology, 2018. www.ncwit.org/bythenumbers.
to provide a clear and welcoming pathway of CS
educational coursework for students.
3. The College Board, AP Program Participation and Performance
Data 2018. https://research.collegeboard.org/programs/ap/data/
participation/ap-2018
Educators have the opportunity to teach and shape CS
3
Glossary
The words we use to explain inclusion in computer science (CS) are nuanced and can have
varied meanings. For the purposes of this guide, here is how we define the following terms.
Access:
Inclusion:
The right and opportunity for all students to
learn and experience computer science.
Creating learning environments that are
accessible and welcoming of students’
identities, backgrounds, differences and
perspectives without barriers or judgment.
This means actively attending to gender, race,
ethnicity, ability or socioeconomic status.
Diversity:
Ensuring CS courses and programs have
student enrollment rates that reflect the
demographics of the larger school or
community population, particularly
in terms of race, ethnicity, gender and
disability status.
Intersectionality:
The ways that a person’s race, gender
identity and other identity factors overlap
and compound to create particular forms of
advantage or disadvantage. This term is a
way to describe how different marginalized
groups experience equity, inclusion and power
differently.
Equity:
Equitable education ensures that learning
experiences are accessible and inclusive for all
learners. This means that every student has
what they uniquely need to succeed.
Universal design:
There are two applications of this term. In
physical space, it means supporting accessibility
for all types of people. This may include
wheelchair-accessible desks, collaborative
spaces, voice recognition software, etc. In
curriculum, it refers to instruction that accounts
for students’ varied interests, abilities and prior
knowledge.
Culturally responsive teaching
and learning:
Instructional practices and learning experiences
that actively take into account the context of
youth in terms of interests, identities, cultural
and linguistic practices, and histories. Culturally
responsive education maintains and sustains
students’ cultural integrity while supporting
academic achievement.
4
Equitable participation in computing education
Access
Availability of CS to all students
Diversity
Student participation reflects school demographics
Inclusion
All students are engaged and learning
Culturally responsive
teaching and learning
Engaging
curriculum
Universal
design
Credit: Joanna Goode, University of Oregon
5
Access
Evaluating students’ learning opportunities for CS
starts with understanding how each student can
participate in CS learning.
“When computer science
courses are required, then
CS classes represent the
whole student body.”
The first step for any school is to offer CS! Though
creating new courses and school-wide support
often depend on the leadership of school principals,
teachers can play an important role in advocating for
CS education for students and planning for equitable
access to bring CS to all students.
— Dr. Leigh Ann DeLyser, CSforALL
Considerations
Offer CS learning opportunities in elementary school
• Elementary teachers report that CS can be
effectively integrated alongside other subjects’
learning standards for younger students.
Consider how you might teach CS concepts
within math, science, art, language arts or
other content areas.
• Provide students with developmentally
appropriate CS learning experiences as
early as kindergarten. This will ensure they
have exposure to the field and can build
their confidence so they will keep pursuing
opportunities as they arise. See an example
of K-5 CS in action at Frederick Douglass
Elementary.
6
Access (continued)
Offer CS learning opportunities
in middle and high school
How do you define CS?
• Work to make CS a required course at your
school so that there are enough course
sections for all students.
The study of computers and the
processes and principles used to make
them do useful things for society.
• If there is limited availability for CS course
enrollment, make sure that the student
selection process is not based on assumptions
about which students are interested or will
do well in CS. Provide teachers, counselors
and parents with information about why it is
important for all students to take computer
science. The CS Is for Everyone Student
Recruitment toolkit offers helpful ready-touse resources.
Ensure CS classes are open to
all abilities
• Consider other barriers that could be
keeping students from accessing CS classes.
If students are visually impaired, for example,
are there tools that will support them in the
classroom? AccessCSforAll, a program led by
the University of Washington and University
of Nevada, Las Vegas, provides resources,
tools and materials for making CS instruction
inclusive for students of all abilities.
• Leslie Aaronson of NCWIT says that one of
students’ biggest obstacles to CS education
is assuming they need to already be good at
it before they try it. Be clear to students that
they don’t need to already know CS or be a
“math whiz” before they enroll.
• Look at when CS lessons are offered at your
school. Are they at times when some students
leave the classroom for other activities, such as
to receive special education services? If a child
is being pulled out of the classroom for other
interventions during CS instruction, talk with
an administrator to ensure that child can stay
and participate.
• Give students an authentic, meaningful chance
to grow in their CS learning. According to
Dr. Allison Scott, chief research officer at the
Kapor Center, it’s common to assume that
courses like office skills or digital media are
teaching computer science — but they aren’t.
Work with your administrators to understand
the value of CS and how it differs from other
technology-related courses. Also, Scott
recommends offering increasingly advanced
courses in CS, so that students who want to
pursue it have plenty of runway to continue
their learning.
• Consider a co-teaching arrangement to offer
different teacher perspectives and better help
different types of students relate to or engage
with their instructors. For example, a CS
teacher can partner with a special education
teacher, bilingual teacher or instructional
coach. The TACTICal Teaching Brief offers
tips for effective CS co-teaching.
• Consider innovative models like the Microsoft
TEALS (Technology Education And Literacy
in Schools) program which uses technology
industry volunteers to co-teach computer
science in high schools across the U.S. and
British Columbia, Canada.
7
Diversity
To ensure CS classes represent your student
population, conduct targeted recruitment.
Look at your existing CS classes and learning
opportunities. Chances are, unless your CS
courses are core requirements or integrated into
the curriculum of elementary classrooms, they
are leaving some populations out.
“If you change the way
that guidance counselors
think about who is right
for computer science,
that changes who they
recommend for the
course. And then you have
students giving it a try who
never would have done
that before.”
As you’ll see below, increasing diversity is a
team effort, with teachers, counselors and even
other students helping spread the word and
setting an example.
Considerations
Build support for CS throughout
your school system
— Leslie Aaronson, NCWIT
• Enlist the support of your school ecosystem
— administrators, teachers, guidance
counselors, families and students — to
enhance communication and understanding
around CS opportunities. Microsoft
Philanthropies provides two free resources
— the Girls in STEM Action Guide and
Computer Science Is for Everyone
recruitment toolkit — that will help all of you
be inclusive ambassadors for CS.
• See the Computer Science Professional
Development Guide for tips.
• Teachers can earn a badge when they take
the Closing the STEM Gap Microsoft
Educator Community (MEC) Course to
learn how to help close the gender gap in
computer science.
8
Diversity (continued)
Include guidance counselors in
your efforts
Introduce students to diverse role
models in CS
• School counselors can be excellent champions
for CS courses. But they can also unknowingly
filter out students before they have a chance
to try CS. Work with your counselors to help
them understand what CS is about and who’s
a good fit for the courses (hint: everyone!).
• Role models matter for CS inclusion. Think
about inviting in a diverse group of educators,
guest speakers and other role models who
can connect with students in different ways.
Teachers and other adults sharing their
backgrounds and personal stories can be
very valuable in helping students make
links with computing.
• NCWIT Counselors for Computing offers
valuable resources and information for
counselors to support all students in exploring
CS, including a Top 10 Guide for how
teachers can engage counselors as allies.
• Address the intersectional differences of girls
of color by introducing students to female
role models of various races and ethnicities.
Visit FabFems to learn more about facilitating
these experiences.
Enlist students to promote CS
• Ask current CS students to promote CS
education and share with prospective students
what they might learn and create. Focus their
“peer presentation” energy around course
enrollment time, and coach them to be
inclusive and sensitive to all kinds of students
when reaching out.
• Generate excitement with a steady narrative
about how CS careers are creative and
critical to solving real-world problems students
care about. Put up posters and displays that
highlight the creative possibilities in CS.
“I tell students the
people behind the cool
technologies we use should
reflect the same types of
people who use it.”
— Doug Bergman, Porter-Gaud School
9
Learning space
The learning environment of the classroom itself is also very important to making students feel included.
This is true not only for the students who are enrolled but also for those who are coming in for a tour or
first exposure to CS.
As Leslie Aaronson of NCWIT says, “Just looking at a typical computer lab could discourage some people
from stepping in, if it feels like a place they don’t belong.”
Considerations
Incorporate visuals that will appeal
to a wide range of student interests
and backgrounds
“Have representations of a
diverse range of figures in
computing, and people who
have different types of roles
in STEM as well. Students are
in that classroom every day,
so those signals can be very
powerful reminders to them.”
• In order for us to feel like we belong
somewhere, it helps to see depictions of
people we relate to. Hang posters showing a
diverse range of people engaging in CS.
• Make sure that the visual displays are relevant
in terms of gender, race and age, as well as
time period. Technology evolves so rapidly
that the way we pictured CS a few years ago
might seem dated and irrelevant to students
today. Current images, grounded in the
world that students know, will help them feel
welcome.
— Frieda McAlear, Kapor Center
Feature examples of real-world
applications of CS in your classroom
• Don’t forget examples of CS students and
professionals with disabilities. The Alliance for
Access to Computing Careers has a great list
of real-life profiles you can draw from.
• We know that students — girls in particular
— are drawn to subjects and careers
that have a positive impact in the world.
So find ways to represent the cool and
important innovations that depend on CS
knowledge.
• To help students connect CS to the other
academic areas they’re drawn to, provide
examples of how CS is impacting and
influencing everything from the sciences to
the humanities and the arts.
10
Learning space (continued)
Display student projects
and contributions
• Many CS projects have tangible outputs —
like a visual design, electronic textiles or even
something robotic. Putting students’ work on
display helps sustain interest and pride among
current students. It also provides further proof
to visitors and newcomers that CS is creative
and dynamic.
Arrange the learning space to
promote collaboration and
hands-on activities
• The classic “desks in rows” setup can imply
that CS is a rote subject that everyone should
learn individually, through direct instruction
from the teacher. If possible, design the room
so learning can be guided rather than merely
broadcast, and so students can share and
try things out together rather than simply
listening along.
Make sure that technology resources
support the needs of students
• Be sure that technology requirements or
instructional tools you choose to use in the
curriculum are consistently available and
accessible for students. If curricular materials
require regular or daily use of the internet or
technology that is not consistently reliable, you
might want to select resources available offline.
• Consider having multiple types of spaces
in your room, or changing the formation
of the room depending on what type of
lesson you’re focusing on. For example, you
can create spaces for both “plugged” and
“unplugged” work, or for both programming
assignments and more interactive labs.
Design learning spaces that are
accessible to students with
diverse abilities
• Arrange aisles and work stations so that
students with wheelchairs or other physical
mobility aids can get to all the areas they need
to access in order to participate fully.
11
Instruction
Just as you consider the physical space of your
computer lab or CS classroom, remember to also
think about how to teach in a way that includes all
students. Building a community of support, inquiry
and collaboration is especially important for retaining
all students.
Research shows that inclusive CS instruction is
guided and that its success depends on teachers’
skilled facilitation for active learning. Use the
effective practices and approaches you already have
for teaching other subjects and apply them with
your CS students. Teachers without a CS background
have found that CS professional development
programs with a focus on equity and inclusion
are important for developing the instructional skills
necessary to teach CS and broaden participation
in computing.
working to solve problems, we will get all
different kinds of solutions. So focus your
instruction — and encouragement — on
solving problems rather than finding a single
right answer.
Considerations
Differentiate learning
• Differentiate learning for students who might
need different types of support, such as
English-language learners or students with
disabilities.
• Emphasize guided inquiry. Design learning
opportunities where students can ask
questions, explore, try different approaches,
and challenge their own and each other’s ideas.
• Use the Universal Design for Learning
framework to give students multiple
pathways to access information and
demonstrate their understanding.
• Encourage students to take ownership
over their own learning and reflect on their
problem-solving process. Ask students about
the CS strategies they are using.
• Highlight that mistakes in computer science
are called “bugs,” a term first coined by
CS pioneer Dr. Grace Hopper, and that
“debugging” is a central and defining practice
in the field of CS. To celebrate debugging,
share a (willing) student’s error with the rest of
the class each day as a learning opportunity
— “My favorite bug of the day! Let’s figure it
out together.”
Encourage students to focus on the
problem-solving process
• In CS, there can be multiple solutions to
a problem. In fact, that’s why we need an
increasingly diverse cadre of computer
scientists in our world. When we have all
different kinds of knowledge and perspectives
12
Instruction (continued)
Support students in taking risks
“I saw one team of girls
who wanted to create
an app that would warn
people with asthma about
poor air quality, because
it was something directly
relevant to their lives.”
• Build a community. Some students may initially
feel out of place in your CS class. Just showing
up might be a risk. You can put them at ease
by promoting collaboration, peer-to-peer
learning and small-group work to help them
build relationships and more comfortably
share ideas.
• Encourage exploration and creativity by
resisting giving students the answers and
immediate solutions. Support a “growth
mindset” — let students struggle a bit, and
reward their ideas and effort rather than their
final product.
— Dr. Allison Scott, Kapor Center
Use culturally responsive teaching
practices
• Incorporate journal writing as an activity that
allows students to gather their thoughts and
ideas before sharing out to peer-partners,
small groups or a larger class discussion. This
will give time for all students to think about
their own ideas around a particular topic
before listening to others speak in a
larger discussion.
• Dr. Scott, of the Kapor Center, suggests
focusing on the foundational ideas of culturally
relevant pedagogies: “The idea of the three R’s
of rigor, relationships and relevance are a
great way to capture what needs to happen in
computer science.”
• Help students scaffold to more independent
thinking. Students with learning disabilities, for
example, may struggle with complex, multistep
problem solving. Give them additional
supports in the beginning, then slowly remove
the supports once students build their skills
and confidence.
• Maintain high expectations for all students
to counter stereotypes about who should
excel in CS. We know that one hurdle to
more diversity in CS is students’ own belief
systems about who can succeed in computer
science. Encourage students to reflect on
their perspectives and potential biases, and
challenge yourself to do the same.
• Create opportunities to encourage students to
learn outside the classroom, such as through
internships, community college courses and
summer programs.
• Build relationships with students to identify
opportunities to connect learning to their
personal experience. Share your own
story and bring in other CS instructors or
professionals. Look for stories and experiences
about using CS that will be meaningful and
relatable to your students.
13
Instruction (continued)
Expand your own knowledge
and skills
• Grounding concepts in the real world is good
practice in any classroom. Ensure your CS
lessons take into account students’ cultural
experiences and realities. Look for connections
to current sociopolitical issues, such as climate
change or voting security, or relate computing
to pop culture.
• Expand your lens through professional
learning networks, continuing education
and online communities. Join the Computer
Science Teachers Association, read its
newsletter, explore the CS for All Teachers
community of practice, or follow blogs or
social media feeds relevant to CS education.
• Acknowledge how issues of power and
privilege, particularly in the CS realm,
have a history of marginalizing groups of
people through innovations and normative
professional practices. Encourage students to
identify how policies and collective agency
might disrupt these forces.
• Consider online courses such as Strategies
for Effective and Inclusive CS Teaching
where teachers can gain the insights, skills and
strategies to create equitable CS programs.
Case study: Ariana
Grande and linked
lists
What do pop singers and Python have in
common? Ariana Grande’s hit song “Thank
U, Next” turns out to be a great tool for
teaching students about linked lists. The
structure of the song’s lyrics, as Grande
talks about her ex-partners, reflects how a
computer programmer would write a linear
data set — giving teachers an extremely
relatable way to illustrate a tough CS
concept!
Frieda McAlear, a researcher at the Kapor
Center, encourages CS teachers to look for
current and culturally responsive examples
like these to help students understand and
feel comfortable with CS.
14
Curricular materials
The final ingredient of building an inclusive classroom is the coursework itself. Decisions around the adoption
of curricula are often made by administrators, so it’s important that they work together with teachers to make
the best decisions for their school and students.
Considerations
Give students variety and choice in
their learning experiences
Sequence lessons and assessments in
a cohesive progression of learning
• Allow students to incorporate a range of
features and aesthetics into their work,
while ensuring all students meet the
learning objectives.
• Because CS is still quite new to many schools
and teachers, curricula often consist of a series
of discrete skills and activities. But just like
math, history and other subjects, CS is best
taught as a cumulative subject where each
lesson builds on the one that comes before it.
To find progressive CS lessons:
• Look for opportunities to engage students
in project-based learning around CS. More
extensive projects can allow opportunities for
students to draw on their cultural assets and
community knowledge while developing their
CS knowledge and skills.
• For elementary schools, see CS
Fundamentals and Coding with
Minecraft.
• Prioritize hands-on learning experiences, such
as the MakeCode for MicroBit Curriculum,
to highlight the creative and problem-solving
aspects of CS.
• For middle school, explore CS
Discoveries and MakeCode.
• For high school, consider Exploring
Computer Science, TEALS Intro to CS,
and Advanced Placement CS Principles.
Exploring Computer
Science (ECS) curriculum
• Make sure that student performance metrics
align with your curriculum — covering the
same content and skills and making the
same considerations for students’ contexts.
Exploring Computer Science is an
introductory high school curriculum that
provides a progressive sequence of lessons,
includes validated assessments, and
supports inclusion and culturally responsive
pedagogy throughout the instructional
materials. Visit exploringcs.org to learn
more about professional development
opportunities and incorporating the
curriculum in your school.
15
Curricular materials (continued)
Select curricular materials that
highlight diversity and inclusion in
meaningful ways
Incorporate learning materials that are
accessible for students of all abilities
• Choose curricular materials that follow the
Universal Design for Learning framework.
This framework improves and optimizes
teaching and learning for all people, by
designing lessons that are conscious of a
variety of learning barriers and supports. The
alternative is teaching a curriculum that caters
to specific kinds of teaching, and making it
inclusive as an afterthought.
• As with visual representations in the classroom,
instructional material should feature diverse
cultures and communities to showcase the
historical and cultural integration of computing
and diverse people who do computing.
• However, avoid presenting any “essential
identity” or experience for any group of
people based on race, gender, sexuality or
(dis)ability. Students should understand that
people in any identity group are individuals
first and foremost. So present an intersectional
approach to accurately understanding the
particular needs and lived experiences
of people.
• Students who can’t see, can’t use a keyboard
or have other physical restrictions should
still be included in CS. And many tools and
curricula make CS accessible. Quorum,
CodeJumper and Blocks4All offer coding
opportunities for blind learners. Web Design
and Development (WebD2) is a free course
curriculum that integrates accessibility into
lessons on site planning, HTML coding and
other aspects of web design.
• Include lessons and assignments that build
on the cultural assets, prior knowledge and
interests of students to feature CS in contexts
that are interesting for students.
• It’s important to scaffold learning so that
students benefit from supports during initial
phases of learning. As they build skills and
confidence, those supports can be removed.
“Look for a curriculum
that has threads of
universal design, rather
than choosing a narrow
curriculum and trying to
make it inclusive.”
• View the video How Can We Include
Students with Disabilities in Computing
Courses to meet CS students and
professionals with disabilities and see how
accommodations, assistive technologies
and universal design approaches can make
computing courses accessible for students
with disabilities.
• There are approximately 7.6 million students
with disabilities in the U.S. To learn more about
making CS accessible to them, check out the
CSforALL Accessibility Pledge.
— Dr. Maya Israel, Creative Technology
Research Lab
16
Resources
Additional reading
The Kapor Center’s Leaky Tech Pipeline report on
the lack of diversity in technology-related professions
and fields of study: https://www.kaporcenter.
org/the-leaky-tech-pipeline-a-comprehensiveframework-for-understanding-and-addressingthe-lack-of-diversity-across-the-techecosystem/
Diversity
“That Classroom ‘Magic’” article about
sparking participation and interest from a wide
variety of students: https://cacm.acm.org/
magazines/2014/7/176208-that-classroommagic/abstract
Girls in STEM Action Guide for education and
nonprofit leaders, teachers and parents:
https://aka.ms/stemactionguide
FabFems:
https://www.fabfems.org/find
Access
NCWIT Counselors for Computing resources:
https://www.ncwit.org/project/counselorscomputing-c4c
Computer Science Professional Development Guide:
https://aka.ms/CSPDguide
Computer Science Is for Everyone Student
Recruitment Toolkit: https://www.microsoft.com/
en-us/digital-skills/resources
NCWIT Top 10 Guide for engaging counselors as
allies: https://www.ncwit.org/resources/top-10ways-engage-school-counselors-allies-effortincrease-student-access-computer
AccessCSforALL resources for a range of student
abilities: https://www.washington.edu/
accesscomputing/accesscsforall
Meet Code Creators video series from Code.
org and Skype in the Classroom: https://aka.ms/
codecreators
Additional CS education research: https://
csedresearch.org/
Diversity posters and displays from Code.
org: https://hourofcode.com/us/promote/
resources#posters
Find diverse guest speakers in CS through Skype in
the Classroom: https://education.microsoft.com/
skype-in-the-classroom/find-guest-speakers
TACTICal Teaching Brief for effective CS co-teaching:
https://ctrl.education.illinois.edu/TACTICal/
coteaching
17
Resources (continued)
Learning space
Exploring Computer Science (high school):
http://www.exploringcs.org/curriculum
Profiles of CS professionals and students with
disabilities from Alliance for Access to Computing
Careers: https://www.washington.edu/
accesscomputing/resources/choosecomputing/
profiles
TEALS Intro to CS (high school):
https://tealsk12.gitbook.io/intro-cs/
AP CS Principles (high school): https://apcentral.
collegeboard.org/courses/ap-computer-scienceprinciples/course
Instruction
Quorum programming language:
https://quorumlanguage.com/
Universal Design for Learning framework:
https://ctrl.education.illinois.edu/TACTICal/udl
CodeJumper coding materials for people across the
visual spectrum: https://codejumper.com/
Computer Science Teachers Association (CSTA)
information and membership:
https://www.csteachers.org/
Blocks4All accessible programming:
https://stemforall2018.videohall.com/
presentations/1078
CSTA newsletter:
https://www.csteachers.org/page/CSTAVoice
Web Design and Development (WebD2) course
overview: http://www.washington.edu/
accesscomputing/webd2/
CSforAll teachers community of practice:
https://csforallteachers.org/
Strategies for Effective and Inclusive CS Teaching
course by the University of Texas at Austin:
https://stemcenter.utexas.edu/strategieseffective-and-inclusive-cs-teaching
CSforALL Accessibility Pledge:
https://www.csforall.org/projects_and_
programs/accessibility-pledge/
How Can We Include Students with Disabilities
in Computing Courses video: https://www.
washington.edu/doit/videos/index.php?vid=64
Curricular materials
MakeCode for MicroBit Curriculum for hands-on
learning: https://makecode.microbit.org/courses/
csintro
Code.org CS Fundamentals (elementary school):
https://code.org/educate/curriculum/
elementary-school
Coding with Minecraft (elementary school):
https://education.minecraft.net/class-resources/
coding-with-minecraft
CS Discoveries (middle school):
https://code.org/educate/csd
18
Contributors
Information in this guide was developed in collaboration with the following partners. A special
thank you to Dr. Joanna Goode, University of Oregon, who was a valued lead consultant on
this project.
Leslie Aaronson, National Center
for Women & Information Technology
(NCWIT)
Dr. Maya Israel, Creative Technology
Research Lab
Dr. Andy Ko, University of Washington
Jake Baskin, Computer Science Teachers
Association (CSTA)
Frieda McAlear, Kapor Center
Brook Osborne, Code.org
Doug Bergman, Porter-Gaud School
Dr. Allison Scott, Kapor Center
Callista Chen, Tech Bridge Girls
Dr. JeffriAnne Wilder, NCWIT
Dr. Leigh Ann DeLyser, CSforALL
Lien Diaz, Educational Innovation
and Leadership, Georgia Tech College
of Computing
About Microsoft Philanthropies TEALS Program
The TEALS (Technology Education And Literacy in Schools) Program is the only company-driven program
that puts technology professionals from across the technology industry into high school classrooms to
team-teach computer science with classroom teachers. Through TEALS, technology professionals share their
knowledge with teachers while students benefit from learning how computer science is used in the workplace.
TEALS operates in U.S. states, Washington, DC, and British Columbia. Since its inception in 2009, over 53,000
students have participated in a TEALS class.
Learn more at microsoft.com/teals.
19
Microsoft Philanthropies
We’re investing our greatest assets — our
technology, people, grants and voice — to
advance a more equitable world where the
benefits of technology are accessible to everyone.
Technology should be an equalizing force in the
world, not one that drives people further apart.
Through our philanthropic investments and
partnerships, we are working to create a better
future that everyone can share in.
Find more resources about computer science
education, visit microsoft.com/digital-skills.
For information about Microsoft Education STEM
and computer science programs and applications,
visit microsoft.com/education.
For more information about Microsoft Philanthropies, visit
microsoft.com/philanthropies
© Microsoft 2019
20